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• i Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/naturestudycoursOOstat 


IWature  Stu6^  (Tourse 

3for  6ra&et)  Schools 


©lUlettn  of  the 

flDissouri  State  flormal  School 

Cbirh  district 


VoL.  5 JANUARY,  1905  No.  3 


Published  by  the  Missouri  State  Normal  School,  Third  District. 

Issued  January,  March,  June,  October  and  December. 

Entered  at  the  Post  Oflace  at  Cape  Girardeau,  Mo.,  as  second-class  matter. 
Press  of  the  Cross  Printing  Co,,  Cape  Girardeau. 


INTRODUCTION 

Probably  no  other  subject  which  has  received  the  ap- 
proval of  educators,  and  which  offers  such  attraction  to  the 
student,  has  been  so  slow  to  find  entrance  into  the  school  cur- 
riculum as  Nature  Study.  Although  courses  of  study  provide 
for  it,  and  many  books  have  been  written  about  it,  the  fact 
remains  that  in  a large  majority  of  the  schools  no  Nature  Study 
work  is  attempted,  or  if  attempted,  is  but  poorly  done.  It  is 
no  criticism  of  the  teachers  to  say  that  the  reason  for  this  is 
because  they  themselves  do  not  know  what  to  do.  The  thor- 
ough preparation  of  teachers  can  come  only  with  time.  Un- 
doubtedly the  best  preparation  consists  in  a knowledge  of  the 
natural  sciences,  but  it  does  not  follow  that  excellent  results 
may  not  be  obtained  where  teachers  have  had  no  opportunities 
for  such  studies  in  school.  Probably  nothing  has  so  handi- 
capped teachers  of  Nature  Study  as  want  of  a definite  plan. 
In  a subject  presenting  so  many  phases,  and  a field  so  exten- 
sive, it  follows  that  the  absence  of  definiteness  in  the  work, 
even  among  well  prepared  teachers,  will  result  in  a more  or 
less  chaotic  state  of  affairs.  An  outline  may,  therefore,  serve 
a good  purpose,  but  only  in  so  far  as  it  does  not  interfere  with 
the  individuality  of  the  teacher.  It  should  be  remembered 
that  plans  are  merely  suggestive.  It  should  be  remembered, 
furthermore,  that  Nature  Study  teachers  are  themselves  not 
agreed  as  to.  just  what  should  be  attempted,  and  when  and 
how  it  should  be  done.  For  an  elaboration  of  the  suggested 
topics  in  this  course,  teachers  are  referred  to  the  extensive 
literature  on  the  subject.  Having  in  mind  the  difficulty  of 
securing  books  in  many  schools,  and  the  large  amount  of 
worthless  so-called  Nature  Study  literature,  an  effort  has  been 
made  to  include  in  the  bibliography  only  such  books  as  will 
be  of  direct  value  to  teachers,  and  only  such  books  as  are  un- 
questionably suitable  for  children.  At  the  risk  of  incurring 
the  disfavor  of  a large  number  of  devotees  of  Nature  Study, 
two  classes  of  books  have  been  omitted  from  the  bibliography 
— those  whose  scientific  accuracy  is  open  to  question,  and 
those  in  which  mythology  is  injudiciously  mixed  with  elemen- 


State  Normal  School  Bullethi 


4- 

tary  science.  Unfortunately  these  classes  include  the  most 
popular  of  Nature  books.  In  defense  of  this  discrimination  it 
should  be  said  that  the  field  of  good  literature,  whose  scien- 
tific accuracy  is  beyond  question  and  whose  pedagogy  is  sound, 
is  so  large;  and  that  the  facts  of  nature  when  properly  pre- 
sented to  the  child,  appeal  to  him  so  irresistably  as  to  need  no 
embellishing,  that  they  render  both  classes,  aside  from  their 
pernicious  influences,  of  no  value.  In  view  of  this  statement 
an  explanation  should  probably  be  made  regarding  the  ap- 
pearance of  the  Wood  Folk  Series  in  the  bibliography.  While 
freely  admitting  the  probable  inaccuracy  of  some  of  Mr. 
Long’s  conclusions,  it  does  not  follow  that  his  observations 
have  necessarily  been  inaccurate.  There  are  two  reasons  why 
his  books  should  have  a wide  circle  of  readers  among  teachers 
and  pupils  of  mature  years.  It  is  certain,  however,  that  the 
series  is  not  adapted  for  use  in  the  grades,  except,  possibly, 
the  highest.  These  reasons  referred  to  are,  first,  the  author 
has  experienced  a wide  range  of  accurate  observations,  and 
not  being  concerned  in  a matter  of  comparative  psychology, 
we  may  well  disregard  some  of  his  conclusions  in  view  of  the 
facts  observed.  The  second  reason  is,  the  author  has  pre- 
sented so  skillfully  and  so  beautifully  the  side  of  the  Wood 
Folk,  that  the  reading  of  his  books  arouses  a love,  and  re- 
spect, and  a wholesome  regard  for  living  things  which  alone 
would  make  them  well  worth  the  while.  For,  whatever  else 
Nature  Study  may  accomplish,  if  it  does  not  do  this — if  it 
does  not  teach  the  child  to  love  and  respect  all  living  things, 
to  see  that  everything  has  its  proper  sphere  and  place,  and  to 
so  regard  life  that  neither  animal  nor  plant  will  be  sacrificed, 
except  its  death  serve  some  useful  purpose,  it  has  no  excuse 
for  its  existence. 

One  book  on  Nature  Study,  Hodge’s  Nature  Study  and 
Life^  deserves  special  mention,  and  should  find  a place  on  the 
table  of  every  teacher.  Written  by  the  head  of  a university 
department,  himself  a thoroughly  good  naturalist  and  a lover 
of  children,  it  constitutes,  by  far,  the  most  valuable  contribu- 
tion of  its  kind  to  Nature  Study  literature. 


H.  I..  A. 


Nature  Sttidy  Course  5 

Outline  of  Nature  Study  Course 

FIRST  GRADE 

I.  Animals. 

Cat  and  Dog.  Chicken  and  Duck.* 

Cat — 

1.  Habits  and  food. 

2.  Structural  adaptations.  - 

a.  Feet,  claws,  paws. 

b.  Eyes,  ears. 

c.  Fur  and  hair. 

d.  Mouth  and  teeth. 

3.  Value  to  man  in  the  home;  in  connection  with 

grain  raising  in  certain  localities;  destruction 
of  birds  by  the  cat. 

4.  Relations  of  the  cat. 

Wild  cat,  tiger,  etc. 

Dog— 

1.  Uses  to  man. 

a.  Care  of  sheep  and  cattle.  Shepherd  and  collie. 

b.  Beast  of  burden.  Newfoundland  and  Eskimo, 

c.  Messengers.  St.  Bernards. 

d.  Hunters.  Pointers  and  Setters. 

e.  Companions.  Love  and  Fidelity. 

2.  How  adapted  to  be  of  use  to  man. 

a.  In  connections  with  flocks. 

b.  As  beasts  of  burden. 

c.  As  messengers. 

d.  As  hunters. 

e.  As  pets  and  companions. 

Chicken  and  Duck — 

1.  What  kind  of  food  does  each  use? 

2.  Compare  their  mouths  and  bills. 

3.  Compare  their  feet.  For  what,  particularly,  is 

each  adapted? 

4.  What  relation  between  the  character  of  their  food, 

and  their  bills  and  feet? 


*Pet  cats  and  dogs  may  be  brought  to  school. 

Excursion  should  be  made  to  some  nearby  pond  or  barnyard  to  study  fowls. 


I 

6 State  Normal  School  Bulletin 

5.  How  is  their  body  covering  adapted  to  their  en- 

vironment? 

6.  Uses  to  man. 

II.  Plant  Life.  (Autumn) 

Garden  Work — Study  of  vegetables  planted  previous 
spring — tomatoes,  beets,  turnips,  potatoes,  squashes, 
pumpkins,  peas,  beans,  lettuce,  radishes. 

a.  Which  grow  in  the  ground?  Which  above  the 

ground? 

b.  What  makes  them  valuable  to  man?  Does  this 

same  reason  result  in  any  benefit  to  the  plant? 
How? 

c.  Describe  their  flowers.  What  becomes  of  the 

flower  when  it  fades? 

d.  Collect  seeds  of  each  kind.  Where  are  the 

seeds?  Are  there  many?  Will  we  plant  the^ 
seeds  in  the  spring  to  raise  new  plants?  If 
not,  what? 

e.  Are  the  plants  herbs,  vines,  or  shrubs?  Which 

will  resist  the  cold  longest,  and  why? 

Trees — Study  the  preparation  of  the  trees  for  winter. 

a.  Collect  leaves  of  the  oak,  maple,  and  elm  in  the 

early  fall,  then  again  about  Nov.  1.  Observe 
characteristic  colors  of  each. 

b.  Note  the  falling  of  the  leaves.  Where  do  they 

become  detached?  Why  do  most  trees  drop 
their  leaves? 

c.  Examine  buds,  preferably  of  the  horse  chestnut. 

Tear  one  to  pieces  and  note  the  sticky  coating 
on  the  outside,  and  the  woolly  covering  of  the 
little  leaves. 

d.  How  is  the  tree  prepared  to  withstand  the  wind, 

snow,  and  ice  of  winter? 

Spring — Examine  buds  of  the  hickory  and  horse-chest- 
nut. Watch  the  parting  of  the  scales  and  the  develop- 
ment of  leaves  and  flowers  from  their  buds.  (Branches 
bearing  buds  may  be  brougnt  into  the  schoolroom  late 
in  the  winter,  the  ends  of  the  stems  kept  in  a jar  of 
water,  and  the  development  of  the  buds  watched.) 


Nature  Study  Course 


7 


SECOND  GRADE 

I.  Animals. 

Horse  and  Cow. 

Horse — 

1.  Care  and  food. 

2.  Uses  to  man. 

3.  Abuses — overdriving  and  overworking. 

4.  How  a horse  should  be  treated. 

5.  Eaws  regarding  cruelty  to  animals. 

Cow — 

1.  How  and  what  she  eats. 

2.  What  man  receives  from  the  cow. 

a.  Milk  : value  as  food. 

b.  Butter  and  cheese. 

3.  How  a milch  cow  should  be  cared  for. 

4.  The  care  of  milk. 

5.  Butter  and  cheese  making. 

Birds — Robin,  English  Sparrow,  Bluebird,  Woodpecker. 

1.  Colors,  size,  and  general  appearance. 

2.  Why  we  should  try  to  preserve  beautiful  and  bene- 
ficial birds. 

Frogs  a7id  Toads — 

' 1.  Differences  in  habits,  habitat,  and  food. 

2.  Value  of  the  toad  to  man. 

Insects — Grasshoppers,  Crickets,  Katydids,  Mantids, 
Walking-sticks,  and  Cockroaches. 

1.  General  appearance  of  each. 

2.  Where  they  live  and  what  they  eat. 

3.  Insect  calendar.* 


*Keep  a record  on  the  blackboard  of  the  date  when  the  insect  is  first  dis- 
covered in  the  spring: 


Bate 

Name  of  Insect 

Pupil  who  first  sees  one 

April  10 

Grasshopper 

William  Smith 

8 


State  Normal  School  Bulletin 


II.  Plant  Life.  (Spring) 

Competitive  Flower  Rearing — Distribute  seeds  of  the  dwarf 
nasturtium  to  each  child,  and  let  him  find  out  for  him-, 
self,  by  reading  or  by  inquiring  the  best  way  to  prepare 
the  soil,  rear  the  plant,  etc.  After  a sufficient  time 
have  the  results  brought  to  school  to  see  who  has  suc- 
ceeded in  rearing  the  best  plants. 

Garden  Work — Study  of  vegetables.  Plant  and  tend 
seeds  of  the  pea,  bean,  corn,  tomato,  lettuce  and  radish. 
Study  as  in  Grade  I,  adding  questions  of  soil  prepar- 
ation, manner  of  planting,  care,  and  value. 

Study  of  Wild  Flowers — Buttercup,  Spring  Beauty, 
Bluet,  Dandelion,  Trillium,  Violet,  Sweet  William,  and 
Bloodroot.  How  to  know  these,  when  they  bloom,  and 
where  they  grow. 

Flower  Calendar — Prepare  a record,  as  with  insects,  with 
date,  name  of  flower,  and  name  of  pupil  who  first  finds 
the  flower  in  the  spring. 

Trees — Soft  maple,  elm,  and  cottonwood.  Learn  to  iden- 
tify the  flowers,  and  observe  the  development  of  the 
fruit  therefrom.  Collect  seeds,  (all  three  form  their 
seeds  in  the  spring),  and  save  to  propagate. 

Flowerless  Plants — Learn  to  identify  two  or  three  common 
ferns.  How  do  they  reproduce?  Where  do  they  grow, 
and  under  what  conditions? 

III.  Earth,  Sky,  and  Weather. 

Formation  of  Soil. 

1.  How  the  rocks  decay  and  are  worn  away  to  form 

soil. 

2.  What  else  is  in  soil  besides  decayed  rock? 

Sky  Observations. 

1.  Position  of  the  sun;  color,  size,  and  general  ap- 

pearance at  sunrise,  sunset,  and  in  the  middle  of 
the  day. 

2.  Rising  of  the  moon,  and  different  phases  of  the 


moon. 


Nature  St  tidy  Course 


9 


Weather  Recot^d.'^ 

Beginning  in  the  spring  keep  a record  for  several  weeks 
something  like  the  following: 


Date 

Bar. 

Max.  Temp. 

Min.  Temp.  i 

! 

Condition  of  Sky. 

Direction  of  Wind 

Apr  2 

30.75 

72 

59 

Clear 

S W. 

3 

30.05 

76 

65 

Partly  Cloudy 

E. 

Garden  Work. 

( Autumn ) Study  of  vegetables  planted  preceding  spring. 

IV.  Hygiene,  t 

Simple  Lessons  in  Cleanliness. 

The  following  are  suggested  for  this  grade : 

1.  The  importance  of  clean  faces  and  hands. 

2.  Not  to  put  the  fingers  in  the  mouth. 

3.  Not  to  eat  anything  someone  else  has  been  eating 

of,  such  as  apples,  cakes,  etc. 

4.  Not  to  rub  the  eyes  with  the  hands. 

5.  Not  to  spit  on  the  slate,  floor  or  sidewalk,  or  at  all 

unless  absolutely  necessary. 

6.  To  turn  the  head  aside  when  coughing  or  sneezing. 

7.  Not  to  put  the  fingers  in  the  nose,  or  to  wet  them 

with  saliva  when  turning  the  pages  of  a book. 

8.  Not  to  put  pencils  in  the  mouth. 

THIRD  GRADE. 

I.  Animals. 

Sheep  and  Rabbit. 

Sheep — 

1.  General  characteristics. 

2.  Food.  Adaptations  of  teeth  to  kind  of  food. 

*Any  record  kept  continuously  becomes  monotonous  and  interest  therein 
fails.  It  is  better  to  continue  weather  records  for  rather  brief  periods,  cover- 
ing- different  seasons  in  different  grades. 

tEvery  room  in  every  school  should  have  a health  brigade  such  as  the  one 
described  in  Nature  Study  and  Life.  The  importance  of  abandoning-  dusters  and 
dry  cloths,  and  the  substitution  therefor  of  the  wet  cloth  cannot  be  overesti- 
mated. The  enforcement  of  laws  of  hygiene  and  sanitation  is  best  accom- 
plished by  enlisting  the  interest  and  the  assistance  therein  of  the  children. 


10 


State  Norvial  School  Bulletin 


3.  Uses  to  man.  Preparation  of  wool  for  the  market 

and  its  conversion  into  clothing. 

4.  Comparison  with  the  cat,  dog,  horse,  cow. 

Rabbit — A pet  rabbit  should  be  kept  and  carefully 
tended  in  the  schoolroom. 

1.  General  characteristics. 

2.  Its  enemies  and  how  it  escapes  them. 

3.  Food.  Structural  adaptations  of  teeth.  . 

4.  The  rabbit’s  nest,  the  young  rabbits,  and  how  the 

mother  cares  for  them. 

5.  Compare  the  mouths  and  teeth  of  cat,  dog,  horse, 

cow,  sheep,  and  rabbit. 

Birds — Blue-jay,  crow,  oriole,  humming  bird,  red  bird, 
swift. 

1.  General  characteristics,  color,  size,  form,  plum- 

age, etc. 

2.  Habits.  Solitary  or  social. 

3.  Mating  and  nesting. 

a.  Site  and  material  for  nest. 

b.  How  the  nest  is  built. 

c.  The  eggs : how  watched  and  cared  for. 

d.  The  young  birds : appearance,  food,  and  how  fed. 

e.  The  development  of  the  young  bird : his  early 

lessons,  and  the  difficulties  and  dangers  he 
encounters. 

4.  Value  to  man. 

a.  As  destroyer  of  insects. 

b.  Aesthetic  value. 

Bull  frog  and  frog — 

1.  General  appearance,  size,  color,  sounds  made,  etc. 

2.  Habitat,  habits,  and  food. 

3.  Uses  to  man. 

Insects — Locust,  (short-horned  grasshopper),  stag  beetle, 
giant  water-bug,  butterfly,  house-fly,  cockroach,  car- 
pet beetle. 

By  far  the  most  important  thing  in  connection  with  insect 


Nature  Study  Course 


11 


study  is  the  working  out  of  life-histories  by  the  chil- 
dren. Larvae  of  all  kinds  should  be  brought  into  the 
school -room  and  carefully  tended  and  watched.  For 
directions  tor  keeping  and  feeding  larvae  see  Methods 
and  Materials. 

1.  A few  prominent  external  characteristics. 

a.  Body  divisions,  and  segmentation. 

b.  Number  and  character  of  legs. 

c.  Number  and  character  of  wings. 

d.  Eyes,  compound.  Simple,  if  any. 

e.  Method  of  breathing. 

2.  Food  of  the  larvae;  of  the  adult. 

3.  Habitat  and  habits. 

4.  Means  of  protection  and  defense;  protective  re- 

semblance. 

5.  Relations  to  man;  useful  or  harmful? 


II.  Plant  Life.  (Spring) 

Competitive  Flower  Rearing. — Bachelor’s  Button. 

Garden  Work — Plant  and  tend  parsnips,  beets,  lima 
beans,  sweet  potatoes,  onions. 

Trees — The  willows.  The  different  kinds,  their  flowers, 
leaves,  and  general  habits.  Grow  some  yellow  willows 
from  cuttings. 

{^Autumn)  Wild  Flowers — Golden  rod,  oxeye  daisy,  dog 
fennel,  blue  vervain,  boneset.  Study  as  in  grade  II. 

Flower  Calendar — 

Trees — The  oaks.  Learn  to  identify  the  different  kinds 
by  their  leaves  and  bark.  Collect  fruits  of  the  different 
oaks. 

Flowerless  Plants — Ferns,  horse-tails,  and  club-mosses. 

1.  Learn  the  names  of  as  many  kinds  as  it  is  possible 

to  find. 

2.  Note  the  conditions  of  light,  soil,  and  moisture  in 

which  each  grows. 


12 


State  Normal  School  Bulletin 


III.  Earth,  Sky,  and  Weather. 

Soils. 

1.  Kinds.  Classify  as  to  relative  amounts  of  sand 

and  clay. 

2.  Humus.  Nature  of,  how  formed,  value  of,  etc. 

3.  Water  in  soils.  What  soils  take  up  water  most 

readily?  What  soils  retain  water  best?  What 
is  the  ideal  soil  relative  to  the  absorption  and  re- 
tention of  water? 

Sky. 

1.  The  phenomena  of  day  and  night. 

Weather. 

1.  The  phenomena  of  rain  and  hail. 

IV.  Hygiene.  ' 

The  Skin. 

1.  How  it  protects  the  body. 

2.  How  it  helps  to  eliminate  waste  products. 

3.  The  relation  of  exercise  to  the  skin. 

4.  The  relation  of  clothing  to  the  skin. 

5.  The  importance  of  frequent  bathing  in  keeping  the 

skin  healthy. 

FOURTH  GRADE. 

I.  Animals. 

Birds — Night-hawk,  whippoorwill,  phoebe,  chickadee, 
downy -woodpecker,  catbird.  Study  as  in  grade  HI, 
noting,  in  addition,  more  about  the  habits,  food,  sea- 
son of  the  year,  and  time  of  day  when  seen,  and  their 
relations  to  man. 

Fishes — Goldfish.  Keep  some  goldfish  in  an  aquarium 
jar  in  the  room.  Feed  from  time  to  time  with  prepared 
food.  Observe  the  manner  of  taking  food,  general  po- 
sition in  the  water,  locomotion,  uses  of  different  fins, 
and  breathing.  Explain  in  a simple  manner  the  differ- 
ence between  breathing  in  air  and  breathing  in  water. 


Nature  Study  Course 


13 


Frogs  and  Reptiles — Green  frog  and  wood  lizard. 

1.  Habits  and  habitat. 

2.  External  structural  characters. 

3.  Compare  the  two  structurally. 

4.  Their  value  as  destroyers  of  insects. 

5.  Compare  the  wood  lizard  with  other  lizards.  Im- 

press the  children  with  their  harmlessness,  and 
explain  that  lizards  are  not  scorpions. 

Insects — May  beetle,  squash  bug,  butterfly,  and  housefly. 

1.  Study  as  in  the  preceding  grades,  noting  a few  ad- 

ditional structural  characters.  (See  outline  for 
field  study  of  insects  under  Methods  and  Materials. 

2.  Insect  calendar. 

Other  A^'thropods — The  Crayfish.  Have  several  crayfish 
brought  into  the  school  room  and  kept  for  two  or  three 
days.  Feed  them  and  observe  their  habits. 

1.  How  are  they  adapted  to  the  places  wdiere  they  live? 

2.  Means  of  locomotion.  Compare  locomotion  in 

water  and  on  solids. 

3.  Means  of  protection  and  defense. 

4.  The  sense  organs. 

5.  Principal  structural  characters. 

a.  Body  divisions. 

b.  Appendages  of  the  cephalothorax : antennae,  an - 

tenules,  mandibiles,  maxillae,  maxillipeds,  and 
chelapeds.  Uses  of  each. 

c.  Appendages  of  the  abdomen:  the  swimmerets, 

and  caudal  fin.  Uses  of  each. 

6.  Molting.  Observe  the  process,  if  possible,  and 

compare  with  metamorphosis  in  insects.  " 

7.  The  life  of  the  crayfish  out  of  doors. 

8.  Relatives  of  the  crayfish;  the  lobster,  crab,  and 

sow -bug. 

II.  Plant  Life.  (Autumn) 

Garde?i  Work — Study  of  vegetables  planted  preceding 
spring — parsnips,  beets,  lima  beans,  sweet  potatoes, 
, onions. 


u 


State  Normal  School  Bulletin 


Trees — The  walnut  and  hickory. 

1.  General  forms,  characters  of  the  leaves,  wood,  and 

bark. 

2.  The  fruits. 

(Excursions  to  the  woods  to  gather  nuts  may  be  made 
both  pleasant  and  profitable.) 

Competitive  Flower  Rearing  (Spring) — The  Calliopsis. 
Wild  Flowers.  Small -flowered  buttercup,  Solomon’s 
seal,  hepatica,  jack-in-the-pulpit,  columbine,  star- 
grass.  (Discourage  the  children  from  plucking 
the  flowers  extensively  or  indiscriminately.  Teach 
them  to  admire  them  as  nature  intended  they 
should  grow.  Frequently  caution  against  the  ruth- 
less destruction  of  life.) 

Flower  Calendar. 

Trees — The  Dogwood  and  Service -berry.  In  addition  to 
the  study  of  these  as  with  trees  previously  studied,  ob- 
serve, especially,  the  flowers,  and  later  the  fruit. 

Flowerless  Plants — Liverworts  and  mosses. 

1.  Identify  a few  common  mosses  and  liverworts. 

2.  Collect  moss  when  both  generations  are  present, 

and  explain,  in  a simple  manner,  alternation  of 
generations  in  this  group. 

III.  Earth,  Sky,.„and  Weather. 

Soil. 

1.  Preparation  for  use.  Plowing,  harrowing,  and 

rolling. 

2.  Objects  in  cultivating  the  soil. 

3.  Effects  of  cultivation  upon  the  growth  of  plants. 

4.  Effects  of  cultivation  upon  the  absorbing  and  re- 

taining of  water  by  the  soil. 

Sky — The  Solar  System. 

1.  Explain  the  general  relations  of  the  sun  and  the 

planets. 

2.  Explain  the  revolution  of  the  earth  in  its  orbit. 


Nature  Study  Co2irse 


15 


3.  Identify  the  planets,  and  compare  as  to  size,  and 

distance  from  the  sun. 

4.  Study  the  moon  and  its  relation  to  the  earth. 
Weather. 

The  phenomena  of  sleet  and  snow. 

IV.  Physiology  and  Hygiene. 

Respiration. 

1.  A brief  description  of  the  respiratory  organs. 

2.  Air.  Its  composition.  How  used  in  respiration. 

3.  Proper  and  improper  manners  of  breathing.  Deep 

and  superficial  breathing. 

4.  Care  of  the  respiratory  organs. 
a.  By  deep  breathing. 

h.  By  breathing  through  the  nose. 

c.  By  avoiding  impure  air  in  poorly  ventilated  rooms. 

d.  By  protecting  them  against  exposure  to  cold. 

e.  By  exercise  in  the  sunlight  and  pure  air. 

5.  Some  diseases  of  the  respiratory  organs.  Their 

causes,  nature,  and  how  avoided. 
a.  Tuberculosis. 
h.  Diphtheria. 

c.  Pneumonia. 

d.  Croup. 

FIFTH  GRADE. 

I.  Animals. 

Birds — Crackle,  martin,  sparrow-hawk,  chicken -hawk, 
rice-bird. 

1.  Study  as  in  preceding  grades. 

2.  Compare  grain  feeding  birds  with  birds  of  prey. 

3.  H<^w  do  birds  not  positively  harmful  make  us  bet- 

ter and  happier? 

Fishes — Perch  and  catfish. 

1.  How  and  where  they  live  and  what  they  eat. 

2.  How  they  differ  from  the  gold  fish  and  from  each 

other. 


16 


State  Normal  School  Bulletin 


, Frogs  and  Reptiles — Leopard  frog.  Green  snake. 

1.  Compare  the  leopard  frog  with  others  studied. 

2.  Habitat  of  the  green  snake. 

3.  How  adapted  to  its  surrc. undings.  . 

a.  By  color. 

b.  By  its  slender  body. 

4.  Its  food  and  how  he  secures  it. 

5.  Its  harmlessness. 

Insects — Searcher  beetle,  chinch  bug,  moth,  horse-fly, 
dragon-fly,  and  bumblebee.  Study  as  in  preceding 
grades  and  according  to  the  outline  for  field  study. 
Compare  with  those  previously  studied. 

Other  Arthropods — Spider,  daddy-longlegs,  wood-tick, 
and  scorpion. 

1.  Study  the  spider  structurally  as  to  body  divisions, 

eyes,  legs,  mouth -parts,  and  manner  of  breathing, 

2.  The  spider’s  web.  How  made  and  for  what  use. 

3.  The  food  and  habits  of  the  spider. 

4.  Compaie  with  these  other  arachnids. 

II.  Plant  Life.  (Spring.) 

Competitive  I lower  Rearing — Mimosa  (Sensitive  Plant.) 

Garden  Work — Plant  and  tend  carrots,  rhubarb,  aspar- 
agus, horse-radish,  spinach,  cabbage,  and  cucumbers. 

{Autwnn)  Study  of  Wild  Flowers  and  Weeds — Iron -weed, 
Jamestown  weed,  dog-fennel,  golden -rod,  boneset, 
blue  vervain,  pig-weed,  and  thistle. 

1.  Their  general  nature,  identification,  etc. 

2.  Their  special  adaptations. 

3.  How  they  reproduce. 

; a.  By  underground  stems. 
b,  By  seeds. 

4.  Are  they  annuals  or  biennials  or  perennials? 

5.  Why  do  weeds  thrive  where  other  plants  will  not 

grow? 


Flower  Cale^idar — 


Nature  Study  Course 


17 


Trees — Beeches  and  birches.  Stud}/  as  in  preceding 
grades. 

Flowerless  Plants. — The  Algae. 

1.  Collect  pondscum  (spirogyra)  from  some  stagnant 

pool,  and  examine  in  a white  dish  or  on  white 
paper. 

2.  Note  the  presence  of  algae  aaound  cisterns  and 

wells,  sidewalks,  the  north  sides  of  houses, 
fences,  and  stone  walls,  on  wet  mud,  and  in 
stagnant  and  fresh  water. 

3.  Explain  that  sea -weeds  are  algae. 

III.  Earth,  Sky,  and  Weather. 

Soil — How  to  enrich  and  make  fertile. 

1.  By  proper  rotation  of  crops. 

2.  By  green  manuring. 

3.  By  fertilizers. 

(Introduce  here  the  subject  of  nitrogen -fixing  bacteria 
and  the  plants  whose  roots  they  inhabit,  manures,  and 
chemical  fertilizers.) 

Sky — The  Stellar  System. 

1.  The  relation  of  the  stars  to  the  bodies  of  our  solar 

system. 

2.  The  identification  of  several  important  constel- 

lations. 

IV.  Physiology  and  Hygiene. 

Digestion.,  Nutrition  a7id  Seci'etion. 

1.  The  general  nature  of  and  organs  concerned  in 

these  processes. 

2.  The  necessity  for  food.  Various  classes  of  foods — 

proteids,  carbohydrates,  fats  and  oils,  and  min- 
erals. Value  of  common  food  stuffs. 

3.  The  Digestive  process. 

a.  Prehension. 

b.  Mastication  and  insalivation. 

c.  _ [Deglutition. 


18 


State  Normal  School  Bulletin 


d.  Chymification  (stomach  digestion) . 

e.  Chylification  (intestinal  digestion) . 

/.  Absorption. 

5.  Secretion  as  related  to  digestion. 

a.  Saliva. 

b.  Hydrochloric  acid  and  pepsin. 

c.  Pancreatic  fluid. 

6.  Secretion  in  general. 

a.  General  nature  of  the  process. 

b.  Illustrations. 

7.  Care  of  the  digestive  organs. 

a.  The  teeth. 

b.  The  stomach. 

In  this  connection  a number  of  hygienic  principles  should 
be  taught,  as  brushing  the  teeth,  visiting  the  dentist  to 
detect  decay,  the  avoidance  of  extremes  of  heat  and 
cold  in  food  and  drink,  the  avoidance  of  indigestible 
foods,  and  probably  most  important  of  all  the  necessity 
of  habits  of  regularity  in  emptying  the  bowels.  Un- 
doubtedly the  foundation  of  most  of  the  constipation 
and  its  multitude  of  resultant  diseases  is  laid  in  child- 
hood, and  the  teacher  can  confer  upon  the  individual 
and  upon  the  race  no  greater  benefit,  than  to  develope, 
as  much  as  possible,  in  childhood  those  habits  of 
regularity  which  if  not  learned  then,  are  learned  too 
late.  This  subject  should  be  handled  without  reserve, 
and  in  place  of  the  existing  false  modesty,  a healthy 
sentiment  about  this  and  similar  questions  should  be 
created. 


GRADE  SIX. 

I.  Animals. 

Birds — Meadow-lark,  quail,  red -winged  blackbird,  king- 
bird, bobolink,  indigo-bunting. 

1.  Study  as  in  preceding  grades. 

2.  Make  a study  of  those  parts  of  the  game  laws  affect- 

ing birds,  of  this  state,  and  so  far  as  is  available, 
of  other  states. 


Nature  Study  Course 


19 


fishes — Minnow  and  bass. 

1.  Study  as  ih  preceding  grades,  comparing  as  to  size, 

development,  etc. 

2.  Why  are  some  fish  classed  2i'S>  game  fishf 

Frogs  and  Reptiles — Toad  and  bullfrog.  Black -snake. 

1.  Collect  eggs  of  the  toad  and  frog  and  study  their 

development. 

2.  Observe  the  “tadpoles”  in  the  aquarium  and  in 

nearby  streams  from  time  to  time,  and  note  the 
changes  that  take  place,  especially, 

a.  in  the  development  of  the  legs. 

b.  In  the  absorption  of  the  tail. 

c.  In  the  appearance  of  lungs  instead  of  gills. 

d.  In  the  abandonment  of  the  aquatic  habit  for  the 

terrestial. 

Insects — Tady  beetle,  aphid,  cecropia  moth,  braconid  fly, 
honey  bee,  damsel  fly,  corydalis. 

1.  Study  as  preceding  insects  were  studied. 

2.  Discuss  the  economic  importance  of  the  lady- 

beetle  (in  connection  with  scale  insects)  ; the 
honey  bee  (with  relation  to  pollination)  ; and  the 
braconids  (as  parasitic  on  the  tomato  - worm ) . 

3.  Discuss  the  destructiveness  of  aphids  and  their 

peculiar  life  habits. 

4.  The  aphid,  cecropia  moth,  and  braconid  can  easily 

be  propagated  in  the  school  room  and  many 
valuable  lessons  learned  therefrom. 

Other  Arthropods — The  centiped  and  thousand-legs. 

1.  Examine  as  to  segments,  eyes,  legs,  etc. 

2.  Compare  with  other  arthropods  studied,  and  make 

a table  like  the  following : 


TABLE  OF  COMPARISONS  OF  ARTHROPODS 


20 


State  Normal  School  Bulletin 


C3 

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Og- 


Nature  Study  Course 


21 


3.  From  this  table  construct  logical  definitions  of  the 
animals  studied,  something  like  this:  An  hisect 
is  an  Arthropod^  \i.  e.,  a7i  aninial  havhig  a seg- 
mented body  ajid  segmented  appendages) , with  a 
separate  head,  thorax,  and  abdomen,  six  legs,  two 
compound  eyes,  two  a7ite7inae,  and  which  breathes 
by  trachecE. 

II.  Plant  Life.  (Spring).. 

Competitive  Floiver  Rearhig — Pansy. 

Garde7i  Work — Melons  and  strawberries. 

1.  Plant  seeds,  of  several  kinds  of  melons,  noting 

which  kinds  are  best,  and  which  thrive  best  in 
a particular  soil. 

2.  Set  out  strawberry  plants.  Tend  carefully  and 

note  their  general  requirements  as  to  soil,  light, 
moisture,  etc.,  and  their  means  of  propagation 
by  “runners.” 

3.  Have  the  children  sell  the  products  of  their  gar- 

dens, compute  the  cost  of  production,  subtract 
from  their  gross  receipts,  and  estimate  their  net 
profits.  In  connection  with  garden  work,  much 
of  this  may  be  done,  and  valuable  lessons  of 
thrift  and  industry  impressed  upon  the  child. 

Wild  Flowers — May-apple,  clematis,  lady’s  slipper, 
poison -ivy,  woodbine,  trumpet  creeper. 

Flower  Calendar. 

Trees — Catalpa,  horse-chestnut,  tulip  tree,  poplar,  mul- 
berry, sycamore,  beech. 

Study  these  as  preceding  trees  were  studied. 

Flowerless  Plants — Fungi. 

1.  Examine  a common  mushroom,  its  habitat,  peculiar 

habits,  structure,  etc. 

2.  Search  the  woods  for  different  kinds  of  mushrooms, 

toad-stools,  puff-balls,  and  other  fungi. 


State  No7'mal  School  Bullethi 


22 

3.  Examine  moulds  on  fruit,  jellies  or  preserves, 

bread,  living  plants.  Distinguish  between  the 
parasites  and  the  saprophytes. 

4.  Study  especially  disease  producing  fungi  on  culti- 

vated plants — rust  and  smut  of  grains,  downy 
mildew  of  the  grape,  and  mildews  on  orchard  trees. 

5.  Summarize  the  general  character  of  the  fungi. 

III.  Earth,  Sky  and  Weather. 

Soil. 

1.  How  we  should  treat  the  soil  so  as  not  to  exhaust 

its  resources. 

2.  The  virgin  fertility  of  our  soil. 

3.  Our  duty  to  posterity  in  caring  for  the  soil. 

Sky — Clouds  and  fogs. 

1.  Causes,  and  different  kinds.  Their  significance. 

Weather — The  Weather  Bureau. 

1.  Forecasting,  how  done,  instruments  and  apparatus 

used,  and  general  conduct  of  the  department. 

2.  Relations  of  the  Weather  Bureau  to  our  industries, 

especially  agriculture. 

IV.  Physiology  and  Hygiene. 

Blood  a7id  Lymph.  The  Circulatio7i.  Food. 

1.  The  nature  of  blood  and  lymph.  What  the  blood 

does,  and  how.  How  and  why  the  blood  be- 
comes impoverished. 

2.  The  organs  of  circulation. . What  circulation  does. 

3.  How  food  repairs  the  waste  in  the  body  through 

the  blood.  Review  digestion  and  assimilation. 
What  is  a food?  The  necessity  for  a mixed 
diet.  Discuss  the  values  of  the  commoner  foods. 

4.  The  relation  of  clothing  and  exercise  to  the  blood 

and  circulation. 


Nature  Study  Course 


23 


GRADE  SEVEN. 


I.  Animals. 

Birds  — Wood-thrush,  mocking-bird,  bank -swallow, 

snipe,  and  dove. 

1.  Study  as  in  other  grades  and  compare  with  other 

birds. 

2.  Compare  the  songs  of  the  thrush  and  mocking-bird 

with  the  songs  of  other  birds. 

3.  Discuss  the  captivity  of  birds.  Protest  against  the 

captivity  of  any  birds  on  moral,  ethical,  and 

aesthetic  grounds. 

Fishes — Croppie,  trout  and  salmon. 

1.  Study  as  to  habitat,  habits,  size  and  color. 

2.  Note  the  commercial  importance  of  these  and 

other  fishes. 

Reptiles — Venomous  snakes.  Rattlesnake,  copperhead, 

moccasin.* 

1.  Study  their  habitat,  habits,  food,  and  general 

characteristics. 

2.  Compare  with  non -venomous  kinds  and  note  the 

distinctions  between  them  in 

a.  Shape  of  the  head  and  neck. 

b.  Character  of  plates  and  scales. 

c.  Presence  of  fangs  in  venomous  snakes. 

3.  Explain  the  poison  apparatus.  Discuss  the  effects 

of  the  poison.  Correct  exaggerated  ideas  about 

venomous  snakes. 

4.  Distinguish,  carefully,  between  the  venomous  and 

non-venomous  snakes,  and  point  out,  especially, 

the  many  harmless  varieties. 

*These  three  snakes  all  belong  to  the  rattlesnake  family,  and  are 
all  venomous.  It  should  be  noted  that  both  the  copperhead  and  moc- 
casin are  in  certain  localities  called  “cotton-mouths.”  It  should  also 
be  noted  that  the  natrix,  a harmless  aquatic  species  which  mimics  the 
moccasin  is  constantly  confused  with  the  latter.  The  so-called 
spreading-adder,  in  reality  the  hognose,  to  which  venomous  qualities 
are  usually  ascribed,  is  entirely  harmless.  It  would  hardly  seem 
necessary  to  add  that  the  black-snake,  milk  snake,  garter  snake,  green 
snake  and  many  other  common  kinds  are  harmless. 


24- 


State  Normal  School  Bulletin 


Bisects — Walking-stick,  rhinocerous  beetle,  bed-bug, 
luna  moth,  ichneumon  fly,  ant  lion. 

II.  Plant  Life.  (Autumn). 

Garden  Work.  Garden  and  Orchard  Fruits. 

In  this  grade  the  study  of  garden  fruits — raspberries, 
blackberries,  gooseberries,  currants,  grapes — and  the 
study  of  horticulture  may  be  taken  up.  The  time 
and  opportunities  must  dictate  the  nature  and  ex- 
tent of  this  work. 

Competitive  Flower  Rearing.  (Spring)  Carnation. 

Wild  Flowers — Oxalis,  false -dandelion,  dog-tooth  violet, 
and  various  grasses. 

Flower  Caleiidar. 

Trees — Comprehensive  study  of  trees  of  the  vicinity. 

(See  Methods  and  Materials.) 

Flowerless  Plants — The  Bacteria. 

1.  Explain  the  nature  of  the  bacteria,  their  habits, 

place  in  life,  size,  morphology,  and  kinds. 

2.  Illustrate  the  action  of  bacteria  in  putrefaction, 

suppuration,  souring  of  milk,  formation  of 
vinegar.  Describe  the  action  of  the  yeast- 
fungous  in  bread  making.  (The  yeast  is  intro- 
duced here,  while  not  one  of  the  Schizomycetes, 
for  the  reason  that  it  furnishes  a good  illustration 
of  reproduction  in  a micro-organism.) 

3.  Discuss  the  pathogenic  bacteria,  and  diseases 

caused  by  specific  organisms. 

4.  Discuss  the  questions  of  infection,  immunity,  (in- 

cluding vaccination),’  antitoxin,  antiseptics, 
disinfection,  and  sterilization.  Many  valuable 
lessons  may  be  learned  from  each  of  these  sub- 
jects. 


Nature  Study  Course 


25 

III.  Earth,  Sky  and  Weather. 

Soil — Drainage. 

1.  Its  application  to  small  tracts  by  individuals. 

2.  The  draining  of  our  swamp  lands. 

Weather — Cyclones,  cloud-bursts,  electrical  storms. 

IV.  Physiology  and  Hygiene. 

Muscles,  Ne^'ves,  a7id  Boues. 

1.  The  structure  of  each. 

2.  Their  functions. 

3.  The  principle  of  the  lever.  Find  illustrations  of 

the  three  kinds  in  various  parts  of  the  body. 

4.  The  relation  of  the  nerves  to  muscles  and  bones. 

5.  How  to  care  for  these  parts  of  the  body.  In  this 

connection  review  and  unify  the  idea  of  the 
health  of  the  body  being  dependent  upon  four 
things:  proper  food,  proper  clothing,  proper 
rest  and  proper  exercise.  Make  each  of  these 
the  subject  for  daily  lessons. 

GRADE  EIGHT. 

I.  Animals. 

Birds — Wild  duck,  wild  goose,  woodcock,  eagle,  heron, 
owl. 

1.  Study  each  as  to  habits,  haunts,  characteristics, 

and  food. 

2.  Review  the  game  laws  of  your  state. 

3.  Construct  food  charts  and  life  charts  of  the  prin- 

cipal birds  in  the  locality  {Naliu'e  Study  aud 
Life,  p.  323  and  pp.  342,  343). 

Reptiles — Terrapins  and  Turtles.  Study  their  habits, 
food,  life  histories,  and  principal  structural  characters. 
Bisects — Make  a comprehensive  study  of  the  insects  of 
the  vicinity,  examining  several  specimens  of  each  of 
the  seven  or  eight  principal  orders.  With  the  knowl- 
edge of  habits,  life  histories,  and  stiucture  gained 
throughout  the  grades  construct  a table  of  resemblances 
and  differences  like  the  following: 


TABLE  OF  COMPARISONS.  INSECTS 


■■5 


SL, 

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Nature  Study  Course 


27 


II.  Plant  Life. 

Competitive  Flower  Rearing.  Chrysanthemum . 

The.se  may  be  made  valuable  lessons  in  floriculture. 
Have  the  children  “slip”  the  chrysanthemums  in  early 
spring  and  cultivate  some  in  pots  and  some  out  of 
doors.  About  December  1 have  a chrysanthemum 
show  in  the  school  room. 

Extensive  Famning. 

1.  Wheat,  corn,  oats,  peas,  timothy,  clover,  and 

alfalfa  as  crops  adapted  to  our  soils. 

2.  The  management  of  a one  hundred  acre  farm. 

a.  The  division  of  the  ground  for  the  various  crops. 

b.  The  preparation  of  the  soil,  and  sowing  the  seeds. 

c.  Harvesting,  gathering,  and  storing. 

d.  Marketing. 

e.  Cattle  about  the  farm.  Number  and  care. 

/.  The  care  of  farm  machinery. 

g.  How  rainy  days  may  be  spent  to  advantage. 

Select  a piece  of  land  of  about*  an  hundred  acres  and 
have  the  children  study  and  plat  it,  showing  where 
they  would  locate  the  house,  the  barn,  the  out- 
houses, the  orchard,  and  where  they  would  plant 
the  several  crops  for  each  of  three  successive  years. 

3.  Farming  as  a business.  Discuss  the  qualities 

neces.sary  to  success,  why  so  mnnv  fail,  and 
compare  the  conduct  of  a farm  witi.  Luai  ol  any 
other  business  or  industry. 


Forestry. 

1.  The  principal  forest  trees  of  our  State. 

2.  The  care  and  protection  of  forests. 

a.  Against  injury  by  animals. 

b.  Against  injury  by  fire  and  wind. 

c.  Against  injurious  plants. 

d.  Against  man. 

e.  Laws  protecting  forests. 

3.  Raising  or  keeping  up  the  forest. 


28 


State  Normal  School  Bulletin 


4.  The  value  and  uses  of  our  forests. 

a.  Lumbering. 

b.  Resin  and  turpentine. 

c.  Mast  and  seeds. 

d.  Pasturage. 

e.  Game  and  fish. 

Wild  Flowers. — Make  a study  of  representatives  of  the 
principal  families  of  flowering  plants  from  those  of 
simple  structure  to  the  complex  compositae. 

III.  Physiology,  Hygiene  and  Sanitation. 

1.  The  Special  Senses. 

a.  Study  the  special  senses,  voice,  and  speech. 

b.  The  care  of  the  sense  organs,  especially  the  eyes. 

2.  Study  the  problems  of  municipal  sanitation — water 

supply,  sewers  and  sewage,  cesspools,  street - 
cleaning,  infectious  diseases,  and  the  work  of 
the  Board  of  Health. 

3.  Review  the  entire  subject  of  Hygiene. 


Nature  Study  is  learning  those  things  in  nature  that  are  best 
worth  knowing,  to  the  end  of  doing  those  things  that  make  life  most 
worth  the  living. — Hodge,  Nature  Study  and  Life. 


The  great  benefit  which  a scientific  education  bestows,  whether 
as  training  or  as  knowledge,  is  dependent  upon  the  extent  to  which 
the  mind  of  the  student  is  brought  into  immediate  contact  with  facts — 
upon  the  degree  to  which  he  learns  the  habit  of  appealing  directly  to 
Nature .— Huxley. 


Nature  Study  Course 


29 


SUGGESTIONS  REGARDING  METHODS 
AND  MATERIALS. 

It  seems  hardly  necessary  to  point  out  that 
Field  Studies  the  study  of  many  of  the  most  important 

phases  in  the  life  history  of  both  animals  and 
plants  can  be  be  carried  on  only  out-of-doors.  A failure  to 
take  advantage  of  the  opportunities  afforded  by  field  studies 
is  a failure  to  fully  comprehend  and  utilize  the  chief  oppor- 
tunity in  nature  study  work,  and  defeats  the  purpose  of  such 
work.  Yet  no  phase  of  the  subject  calls  for  so  much  tact  and 
skill  on  the  part  of  the  teacher,  and  demands  so  much  of 
ability  and  energy.  The  time  for  work  out-of-doors  must  be 
determined  by  local  conditions.  It  may  be  an  hour  during 
the  school  period  may  be  utilized,  or  after  school  or  on  the 
regular  school  holidays  children  and  teacher  may  spend  such 
time  as  may  be  profitably  and  conveniently  used  in  this  way. 
It  is  advisable  to  limit  the  number  on  such  oocasions.  There 
is  the  danger  of  a diversion  of  interests  which  may  make  the 
lesson  degenerate  into  mere  play.  Both  the  danger  and  the 
secret  of  avoiding  this  danger  are  admirably  set  forth  in  the 
following  extract: 

. It  is  difficult,  unnecessary  and  unwise  to  attempt  to  maintain  out 
of  doors  the  order  which  is  required  in  the  school.  Such  order  will 
defeat  the  purpose  of  the  field  lesson.  On  the  other  hand  a lesson  in 
which  no  order  is  maintained,  which  degenerates  into  a frolic  or  picnic, 
is  not  merely  of  little  value,  but  may  bring  discredit  upon  all  the  work 
in  nature  study,  and  tend  to  postpone  the  time  when  this  natural 
method  of  studying  the  children’s  natural  environment  shall  be  fol- 
lowed in  other  subjects,  such  as  local  geography  and  history.  The 
secret  of  a successful  field  lesson  is  this:  a definite  aim  or  object  un- 
derstood by  each  pupil  as  well  as  by  the  teacher,  definite  work  for  each 
pupil,  followed  by  a definite  report  on  and  review  of  what  is  observed. 
In  a field  lesson,  with  the  freedom  and  lack  of  restraint,  and  with  dis- 
tracting surroundings,  from  which  the  schoolroom  is  largely  free, 
definiteness  in  aim  and  plan  is  more  important  ihan  it  is  in  any  other 
work.  Scott’s  NatU7'e  Study  and  the  Child. 

This  sugge.stion  of  definiteness  does  not  mean  that  field 
lessons  should  ever  degenerate  into  a study  of  mere  detail. 
Every  fact  observed  should  possess  some  interest  for  the  child, 


30 


State  Normal  School  Bulletin 


and  should  bear  some  relation  to  other  facts  observed. 
Agassiz’s  remark  that  “Facts  are  stupid  things  until  brought 
into  connection  with  some  general  law”  is  nowhere  as  true  as 
here.  In  field  studies,  as  everywhere  else  in  nature  study  we 
should  remember  always  our  object,  as  Dr.  McMurrey  says, 
in  substance,  to  familiarize  a child  with  his  surroundings,  to 
bring  him  in  harmony  with  environment,  and  as  Mr.  Bur- 
roughs has  so  admirably  stated  it; 

The  main  thing  is  to  feel  an  interest  in  Nature — an  interest  that 
leads  to  a loving  unconscious  study  of  her.  Not  entirely  a scientific 
interest,  but  a human  interest  as  well.  * * * If  one  could  number  all 
the  trees  of  the  forest,  and  all  the  leaves  upon  the  trees,  what  would  it 
profit  him?  To  know  the  different  kinds  of  trees  when  you  see  them, 
and  the  functions  of  the  leaves  upon  them — that  were  more  worth 
while.  I have  read  studies  of  leaves  that  were  just  as  profitless  as  to 
know  their  number.  * * * l hardly  know  why  I am  impatient  when 
people  come  to  me  with  their  hands  full  of  different  leaves,  and  ask 
me  what  tree  this  is  from,  and  this,  and  this?  If  your  business  is  not 
with  trees,  if  you  live  in  the  city  and  care  mainly  for  city  things,  why 
bother  about  the  trees,  unless  for  the  pleasure  of  it  during  your  sum- 
mer excursions  into  the  country;  and  if  it  affords  you  pleasure,  you 
will  not  want  anyone  to  tell  you:  you  will  want  to  identify  the  trees 
themselves.  John  Burroughs, The  Nature  Library. 

While  fully  according  to  ecology  and 
Morphology  and  physiology  the  most  important  place  in  the 

Structure  study  of  living  beings,  it  is  important  that 
those  morphological  characters  should  be 
studied  which  are  necessary  to  our  understanding  of  the  for- 
mer. Again  quoting  from  Mr.  Scott,  “In  general,  in  the 
work  with  children  of  any  grade,  only  those  features  of  struc- 
ture, or  those  properties  should  be  studied  or  emphasized 
which  either  throw  light  on  function  (including  use  to  man) 
oi  aid  in  comparison  and  classification,  so  far  as  the  children 
of  that  grade  study  or  can  understand  these.”* 

So  much  of  structure,  then,  is  to  be  studied  as  will  throw 
light  upon  function,  and,  it  should  be  added,  upon  life -relation, 
because  ecology  and  morphology  are  as  closely  related  as 
physiology  and  morphology.  The  structural  characteristics 

*Scott’s  Nature  Study  and  the  Child,  p.  210. 


Nature  Study  Course 


31 


may  be  studied  out-of-doors,  but  can  probably  best  be  studied 
in  the  schoolroom.  This  does  not  mean  that  the  room  must 
be  converted  into  a laboratory  with  dissecting  instruments 
and  microscopes.  True  it  does  serve  the  purpose  of  a labora- 
tory; and  in  defense  of  the  laboratory,  in  view  of  Mr.  Bur- 
roughs’ hostility  to  laboratory  work,  it  should  be  said  that  a 
laboratory  is  not  necessarily  a place  for  dissection  and  micro- 
scopic work,  but  is,  after  all,  simply  the  most  convenient  place 
to  carry  07i  a certain  line  of  observations.  For  ecology,  the 
whole  of  out-of-doors  is  the  laboratory.  But  if  in  the  pur- 
suit of  a certain  thing  a shed,  a stable,  an  attic,  or  a well 
lighted,  conveniently  furnished  room  offers  the  best  oppor- 
tunities, why  should  it  not  be  used?  Morphology  offers 
opportunity  for  comparison  which  no  other  phase  of  the  sub- 
ject possesses,  and  comparison  is  important  in  developing  the 
powers  of  generalization  and  logical’  thinking  in  the  child. 
In  general,  then,  it  may  be  said  that  so  much  of  morphology 
may  be  studied  as  bears  a direct  and  important  relation  to 
physiology  or  ecology,  and  it  may  be  done  under  those  con- 
ditions which  are  found  to  be  most  convenient  and  most  con- 
ducive to  satisfactory  work.  There  can  be  no  possible  ob- 
jection to  the  teacher  owning  dissecting  lenses,  and  a com- 
pound microscope,  and  putting  the  former  in  the  hands  of  the 
children,  and  occasionally  showing  them  structures  under 
the  latter.  Here,  again,  the  object  should  be  to  make  clear 
some  point  bearing  a relation  to  what  they  have  previously 
observed,  rather  than  simply  arousing  their  curiosity  at  the 
wonderful. 

Just,  when  and  to  what  extent  children  should 
Illustrative  be  encouraged  to  collect  plants  and  animals  is  a 
Collections  serious  question.  Two  general  principles  may 

be  laid  down:  the  child  should  nev'er  be  per- 
mitted to  collect  specimens  which  cost  the  life  of  the  animal 
or  plant  in  the  early  grades,  and  when  permitted  in  the  higher 
grades  the  collecting  should  be  restricted  to  plants  and  insects. 
Under  these  conditions  the  value  of  collections  can  hardly  be 
over-estimated.  Bu^  it  should  be  clearly  understood  by  the 


32 


State  No^'mal  School  Bidleiin 


child  that  his  collecting  is  not  to  be  indiscriminate  or  hap- 
hazard, but  he  is  to  have  a definite  object  in  view,  and  his 
collection  is  to  illustrate  something  definite. 

Insects.  An  excellent  method  of  mounting  insects  is 
described  by  Dr.  Hodge.*  Two  rectangular  pieces  of  glass 
of  the  same  size  are  used.  (Discarded  photographic  negatives 
of  the  5x7,  6 1-2x8  1-2,  or  8x10  size  are  excellent  for  this 
purpose).  Strips  of  wood  are  glued  to  the  edges  of  one  piece 
of  glass,  making  a box  with  a glass  bottom  the  depth  of  the 
strip. t The  insects,  having  been  previously  killed  and 
pinned  out,  are  fastened  to  the  Icwer  glass  by  a drop  of  glue 
on  the  thorax,  the  second  glass  laid  over  them  and  the  whole 
sealed  by  a piece  of  passe-partout.  This  way  of  mounting 
has  the  advantage  of  showing  both  surfaces  of  the  insects. 
Another  method  is  the  one  suggested  for  plants,  in  which  a 
wooden  back  is  substituted  for  the  second  glass  and  the  whole 
filled  in  with  absorbent  cotton.  For  directions  for  collecting, 
killing,  net-making, + pinning,  etc.,  reference  may  be  made  to 
the  numerous  text  books  on  the  subject. 

Spring  Flowers.  These  offer  the  best  opportunities  for 
herbarium  collections  because  qf  their  size,  number,  and  the 
season  at  which  they  bloom.  Herbariums  should  consist 
simply  of  a double  sheet  of  paper  for  each  specimen  and  sub- 
stantial covers.  All  printed  outline  for  description  should  be 
omitted.  No  description  should  accompany  specimens  except 
the  name,  habitat  and  a brief  reference  to  habits.  Caution 
the  children  against  gathering  any  more  than  enough  for  their 
immediate  use. 

Weeds.  The  fruits  and  seeds  of  weeds  make  both  inter- 
esting and  instructive  collections.  They  may  be  collected, 
studied,  the  power  of  propagation  estimated  therefrom,  and 
preserved  either  by  placing  each  kind  in  a vial  or  bottle  and 

^Hodge’s  Nature  Study  and  Life,  p.  53. 

tin  the  Cape  Girardeau  State  Normal  School  poplar  strips  1-4  inch  thick 
and  1-4,  1-2,  and  3-4  inches  deep  are  used.  It  has  been  found  these  sizes  will 
accommodate  all  insects. 

|The  Simplex  Net  Co.,  of  Lake  Forest,  Illinois,  manufacture  excellent 
insect  nets  The  prices  for  the  air  nets  are  75  cts.  each;  for  water  nets,  60  cts; 
for  the  two  combined,  $1.10. 


Nature  Study  Course 


33 


labeling  carefully,  or.  by  mounting  in  the  following  manner: 
A piece  of  soft  pine  12x18  inches,  (or  smaller),  is  selected 
and  dressed.  With  a 3-4  or  1 inch  bit  holes  are  bored  to  a 
depth  of  about  half  an  inch.  A piece  of  paper  or  cardboard 
is  cut  the  size  of  the  board  with  openings  corresponding  to 
the  holes.  The  compartments  are  now  filled  with  seeds,  each 
carefully  labeled  below  the  opening,  the  entire  surface  covered 
by  a piece  of  glass  and  sealed  with  passe-partout  tape. 

Trees.  Collections  of  the  leaves,  wood,  and  fruit  of  the 
forest  trees  are  easily  made,  and  will  interest  children  because 
of  the  extensive  fielgl  and  variety  offered.  Leaves  may  be 
pressed  and  mounted  on  cardboard,  fruits  preserved  in  bottles 
or  boxes,  and  the  woods  in  cross  and  longitudinal  section  cut 
and  dressed  to  show  the  nature  and  structure.  An  interesting 
and  beautiful  collection  of  all  of  these  may  be  made  as  fol- 
lows:* A frame  ^2x14  inches,  or  smaller,  is  made  of  poplar 
strips  1-2  inch  wide  by  1 or  2 inches  deep  with  a 1-4  inch 
poplar  back.  The  top  and  inside  of  the  frame  is  hollowed 
out  1-4  inch  the  thickness  of  a piece  of  glass,  and  permitting 
a piece  of  glass  11  1-2x13  1-2  inches  to  fit  in  flush  with  the 
top.  Suitably  pressed  leaves,  fruit,  and  specimens  of  wood 
and  bark  are  arranged  on  the  inside  of  the  glass  (which 
should  be  fastened  in  place  with  passe-paitout  strips) , covered 
with  a layer  of  absorbent  cotton  filling  the  box  tightly,  and 
the  back  applied  and  nailed  in  place.  The  success  of  this 
manner  of  mounting  is  dependent  upon  having  suitably  pre- 
pared specimens,  and  upon  seeing  that  the  cotton  is  well 
packed  in  behind  them. 

For  observing  the  metamorphosis  of  insects 
Life  Histories  some  sort  of  breeding  cage  is  necessary. 

While  cigar  and  shoe  boxes  may  be  utilized, 
the  following  box  will  be  found  to  possess  so  many  advan- 
tages that  it  will  repay  its  cost,  which  will  not  exceed  a 
dollar,  in  satisfaction.  A frame  12  inches  wide,  14  inches 
high,  and  8 inches  deep,  without  front  or  back  is  made  of 


‘For  this  susj^estion  relative  to  mountinj?  the  efli*'or  is  indebted  to  Profes- 
sor B.  G.  Shackleford  of  the  State  Normal  School,  Cape  Girardeau. 


State  Nonnal  School  Bullethi 


pine  or  poplar.  One-eighth  of  an  inch  from  the  front  and 
back  the  frame  is  grooved  to  receive  a piece  of  glass  11  1-2 
by  13  1-2  inches.  A galvanized  pan  2 or  3 inches  high  may 
be  made  to  fit  inside  and  hold  soil  or  water.  By  placing  this 
cage  in  the  window  it  is  possible  to  observe  its  contents  at 
all  times.  For  studying  the  life-histories  of  frogs  and  many 
aquatic  insects  it  is  necessary  to  have  some  kind  of  an  aquar- 
ium. This  may  consist  of  a globe  or  aquarium  jar,  or  follow- 
ing the  directions  in  Nature  Study  and  Life  regular  aquaria 
may  be  manufactured. 


BIBLIOURAPHY. 

No  attempt  has  been  made  to  list  the  standard  works  on  Biology, 
Zoology,  or  Botany,  but  only  those  most  receiit  publicatiojis  which  will 
be  of  interest  to  Nature  Study  teachers.  Inquiries  conceriiing  books 
addi'essed  to  the  editor  of  this  Bulletin  will  be  gladly  answered. 

I.  Botany. 

Plant  Relations.  John  M.  Coulter.  T).  Appleton  & Co. 
1900.  $1.10. 

Plant  Striictures.  John  M.  Coulter.  D.  Appleton  & 
Co.  1900.  $1.20. 

Plants.  John  M.  Coulter.  D.  Appleton  & Co.  1900. 
$1.80. 

First  Studies  of  Pla7it  Life.  G.  F.  Atkinson.  Ginn  & 
Co.  1903.  60  cents. 

Elementary  Botany.  G.  F.  Atkinson.  Henry  Holt  & 
Co.  1899.  ^1.25. 

Lessons  With  Plants.  L.  H.  Bailey.  Macmillan  Co. 
1898.  $1.10. 

Nature  and  Work  of  Plants,  The.  D.  T.  Macdougal. 

Macmillan  Co.  19C0.  80  cents. 

Introduction  to  Botany.  W.  C.  Stevens.  D.  C.  Heath 
& Co.  1902. 


Natiwe  Study  Course 


35 


Outlhies  of  Botajiy.  R.  G.  Leavitt.  American  Book 
Co.  1901.  $1.00. 

Foundations  of  Botany.  J.  Y.  Bergen.  Ginn  & Co. 
Mailing  price  $1.70. 

II.  Zoology. 

General  Zoology.  C.  W.  Dodge.  American  Book  Co. 
$1.80. 

Zoology.,  Descriptive  a7id  Practical.  B.  P.  Colton.  V II.^C.  ^ 
Heath  & Co.  $1.50.  C ‘V  ,■ 

Animal  Activities.  N.  S.  French.  Lo^^g^^ans,  Green 
& Co.  1902. 

Elements  of  Comparative  Zoology.  J.  S.  Kingsley.  Henry 
Holt  & Co.  1898.  $1.20. 

Vertebrate  Zoology.  J.  S.  Kingsley.  Henry  Holt  & Co. 
$3.00. 

Zoology.  N.  A.  Harvey.  American  Book  Co.  1901. 
80  cents. 

Animal  Studies.  Jordan,  Kellogg,  and  Heath.  D.  Ap- 
pleton & Co.  $1.25. 

Animal  Life.  Jordan  and  Kellogg.  D.  Appleton  & Co. 

$1.20. 

Animal  Forms.  Jordan,  Kellogg  and  Heath.  D.  Apple - 
ton  & Co.  $1.10. 

Animals.  Jordan,  Kellogg  & Heath.  D.  Appleton  8r 
Co.  $1.80. 

III.  Geology,  Mineralogy,  and  Meteorology. 

First  Book  in  Geology.  N.  S.  Shaler.  D.  C.  Heath  «& 
Co.  60  cents. 

Common  Minerals  and  Rocks.  W.  O.  Crosby.  D.  C. 
Heath  & Co.  60  cents. 

Practical  Exercises  in  Ele^nentary  Meteorology . R.  D, 
Ward.  Ginn  & Co.  Mailing  price  v^l.25. 

Elementary  Meteorology . Wm.  Davis.  Ginn  & Co. 
Mailing  price  $2.70. 


36 


State  Normal  School  Bullethi 


Meteorology  ^ Weather  and  Methods  of  Forecasthig . Thos. 

Russell.  Macmillan  Co.  $4.00. 

Elemejitary  Geotogy.  R.  S.  Tarr.  Macmillan  Co.  $1.40. 
An  Introduction  to  Geology.  W.  B.  Scott.  Macmillan 
Co.  $1 . yO. 

IV.  Books  on  Special  Subjects. 

• ANIMALS. 

Insect  Life.  J.  H.  Comstock.  D.  Appleton  & Co.  1901. 
Insecia.  Alpheus  H3^att  and  J.  M.  Arms.  D.  C.  Heath 
& Co.  $1.25. 

Worms  and  Crustacea.  Alpheus  Hyatt.  D.  C.  Heath  & 
Co.  30  cents. 

Motlusca:  Oyster.,  Clam  and  Other  Commoji  Mollusks. 

Alpheus  Hyatt.  D.  C.  Heath  Co.  30  cents. 
Common  Hydroids,  Corals.,  and  Echinoderms.  Alpheus 
Hyatt.  D.  C.  Heath  & Co.  30  cents. 

Commejxial  and  Other  Sp07iges.  Alpheus  Hyatt.  D.  C. 
Heath  & Co.  20  cents. 

American  Eood  and  Game  Eishes.  David  Starr  Jordan 
and  B.  W.  Everman.  Doubleday,  Page  Co.  $4.00. 

PLANTS. 

Bacteria  and  Their  Products.  G.  S.  Wood  head.  Chas, 
Scribner’s  Sons.  1897. 

Mo7ilds,  Mildews.,  a7id  M7ish7'007ns . L.  M.  Underwood. 

Henry  Holt  & Co.  1899.  $1.50. 

Bacte7la,  Yeasts,  a7id  Moulds  hi  the  Ho77ie.  H.  W.  Conn. 

Ginn  ^ Co.  1904.  Mailing  price  $1.10. 

Mush7'0077is.  G.  F.  Atkinson.  Henry  Holt  & Co.  1904. 
$3.00. 

Our  Native  Eer7is  a7id  Their  Allies.  E.  M.  Underwood. 
Henry  Holt  & Co.  1900.  $1.00. 

V.  Nature  Books. 

Books  7narked  with  ait  asterisk  (*)  are  manuals  or  guides  for 
teachers  ; those  marked  with  the  double  astetdsk  (**)  are  suitable  refer- 
ence books  ; those  marked  with  the  dagger  (f)  form  suitable  texts  or 
readers  for  children. 

k Ag7'iculfure  for  Beghmet's.  Burkett,  Stevens  and  Hill. 
Ginn  & Co.  1904.  75  cents. 


Nature  Study  Course 


37 


^Agriculture,  Prhiciples  of.  L.  H.  Bailey.  The  Mac- 
millan Co.  1901.  $1.25. 

\Aboiit  the  Weather.  M.  W.  Harrington.  D.  Appleton 
& Co.  1904.  65  cents. 

jAnzmal  Life.  Florence  Bass.  D.  C.  Heath  & Co.  1903. 

^All  the  Year  Round.  F.  L.  Strong.  Ginn  & Co.  In 
four  parts. 

'^'^Birdcraft.  Mabel  O.  Wright.  The  Macmillan  Co. 
$2.50. 

^'^Bird  Neighbors.  Neltje  Blanchan.  Doubleday,  Page 
& Co.  $2.00. 

^'^Bird  Life.  F.  Mj'^  Chapman.  D.  Appleton  & Co.  1902. 
'\Bu2.  Maurice  Noel.  Henry  Holt  & Co. 

^^Butterfly  Book.  W.  J.  Holland.  Doubleday,  Page  & 
Co.  $3.00. 

Brook  Book,  The.  Mary  R.  Miller.  Doubleday,  Page 
& Co.  $1.35. 

^^Citizezi  Bird.  Mabel  O.  Wright.  The  Macmillan  Co. 
Co  I or  Key  to  North  American  Birds.  F.  M.  Chapman. 
Doubleday,  Page  & Co.  $2.50. 

Elementazy  Woodworking.  E.  W.  Foster.  Ginn  & Co. 
1903. 

Every  Day  Birds.  Bradford  Torrey.  Houghton  Mifflin 
&Co.  1901. 

'^^four  Eooted  Americazis  and  Their  Kin.  Mabel  O. 
Wright.  The  Macmillan  Co.  $1.50. 

Eamiliar  Ti^ees.  F.  Schuyler  Mathews.  D.  Appleton 
& Co. 

^^Eamiliar  Elowers  of  Eield  and  Gaz'den.  F.  Schuyler 
Mathews.  D.  Appleton  & Co.  1902. 
jEirst  Book  of  Torestzy.  A.  F.  Roth.  Ginn  & Co.  1902. 
7 Eirst  Studies  of  Plant  Life.  G.  F.  Atkinson.  Ginn  & 
Co.  1903. 

'\Pirst  Book  of  Birds.  O.  T.  Miller.  Houghton  Mifflin 
& Co.  1899. 

How  to  Atti'act  the  Birds.  Neltje  Blanchan.  Double- 
day, Page  & Co.  $1.35. 

'^^How  to  Know  the  Wild  Elowers.  Mrs.  W.  S.  Dana. 

Chas.  Scribner’s  Sons.  1903. 

^'^Hotv  to  Make  a Floiver  Gaz'den.  Doubleday,  Page  & 
Co.  $1.60. 


38 


State  Normal  School  Bullethi 


\lnsect  Folk.  M.  W.  Morley.  Ginn  Sr  Co.  1903. 

Insect  Book,  Ihe.  C.  O.  Howard.  Doubleday,  Page 
& Co.  $3.00. 

^Little  Brother  to  the  Bear,  A.  W.  J.  Cong.  Ginn  & 
Co. 

\ Little  Nature  Studies.  Mary  K.  Burt.  Ginn  & Co. 
2 volumes.  25  cents  each. 

Mushroom  Book,  The.  Nina  K.  Marshall.  Doubleday, 
Page  & Co. 

^"^Moth  Book,  The.  W.  J.  Holland.  Doubleday,  Page 
& Co.  $4.00. 

^Mother  Nature's  Children.  A.  W.  Gould.  Ginn  & 
Co.  1901. 

Nature  Library,  The.  Doubleday,  Page  & Co.  $35.00. 

^Nature  Biographies.  C.  M.  Weed.  Doubleday,  Page 
& Co.  $1.35. 

^Nat2ire  Study  Idea,  The.  C.  H.  Bailey.  Doubleday, 
Page  & Co.  $1.00. 

'^Natuj'e  Shidy  and  Life.  C.  B.  Scott.  D.  C.  Heath  & 
Co.  1902. 

'^Nature  Study  and  the  Child.  C.  F.  Hodge.  Ginn  & 
Co.  1902. 

\ Nature  Study  With  Common  Things.  M.  H.  Carter. 
American  Book  Co.  1904. 

\News  From  the  Birds.  L.  S.  Keyser.  D.  Appleton  & 
Co.  1898. 

\On  the  Farm.  F.  W.  Parker.  D.  Appleton  & Co.  1902. 

Our  Native  Trees.  H.  C.  Keeler.  $2.00. 

'f Plant  Life.  Florence  Bass.  D.  C.  Heath  & Co.  1903. 

^Playtime  and  Seedtime.  F.  W.  Parker.  D.  Appleton 
& Co.  1902. 

Peoples  Natural  History.  The  University  Society.  5 
Volumes.  $25.00. 

\ River  Journey,  A.  F.  W.  Parker.  D.  Appleton  & 
Co.  1902. 

^Story  of  the  Birds.  J.  N.  Baskett.  D.  Appleton  Sr  Co. 
1902. 

^Seaside  and  Wayside.  J.  M.  Wright.  D.  C.  Heath  & 
Co.  1892.  In  four  parts. 


Nature  Study  Course 


39 


^ Squh'rels  and  Other  Fur  Beare?'S.  . John  Burroughs. 
Houghton  Mifflin  & Co.  1902. 

Secrets  of  the  Woods.  W.  J.  Long.  Ginn  & Co.  50 
cents. 

\ Stories  of  Insect  Life.  C.  M.  Weed.  Ginn  & Co.  25 
cents. 

'\Seed  Travellers.  C.  M.  Weed.  Ginn  & Co.  25  cents. 

Studies  of  Trees  in  Winter.  A.  O.  Huntington. 
Knight  & Millett.  $2.50. 

^I'lu'ough  the  Year.  A.  M.  Clyde.  Silver  Burdett  & 
Co.  1898.  In  two  parts. 

Uncle  Robert' s Visit.  F.  W.  Parker.  D.  Appleton  & 
Co.  1902. 

t Wilderjiess  Ways.  W.  J.  Long.  Ginn  & Co.  45  cents. 

t Ways  of  the  Wood  Folk.  W.  J.  Long.  Ginn  & Co. 
50  cents. 

t Wood  Folk  at  School.  W.  J.  Long.  Ginn  & Co.  50 
cents. 

t Ways  of  the  Six- Footed.  A.  B.  Comstock.  Ginn  & 
Co.  • 40  cents. 

^Waymarks  for  Teachers.  S.  L.  Arnold.  Silver,  Bur- 
dett & Co.  1894. 


The  Perry  Picture  Co.,  Malden,  Mass.,  publish  over  four  hundred 
North  American  birds  in  colors  on  paper  about  7x9  inches.  The  price 
is  two  cents  each. 

Pamphlets  on  the  culture  of  the  rose,  canna,  and  on  floriculture 
in  general  may  be  obtained  of  the  Dingee  and  Conrad  Co.,  West 
Grove,  Pa. 

Excellent  periodicals  dealing  with  Nature  and  Country  Life  are 
Country  Life  m America,  Doubleday,  Page  & Co.;  and  The  Country 
Calendar,  The  Review  of  Reviews  Co. 


